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Experiences of students with disabilities: factors that influence their withdrawal as baccalaureate degree seeking students

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dc.contributor.authorThompson-Ebanks, Valerie, author
dc.contributor.authorJennings, Louise, advisor
dc.contributor.authorValentine, Deborah, advisor
dc.contributor.authorBundy-Fazioli, Kim, committee member
dc.contributor.authorKuk, Linda, committee member
dc.date.accessioned2007-01-03T08:11:25Z
dc.date.available2013-09-01T08:10:42Z
dc.date.issued2012
dc.description.abstractThis study explored factors those students with invisible disabilities (SWIDs) associate with their voluntary withdrawal from a mid-western state land grant university (LGU) after completing 60 or more college credits. Social constuctivism, which assumes the existence of multiple realities shaped by individual experiences, is the philosophical framework that undergirds the methodology of the study, which is further framed from an ecological perspective. The ecological perspective provides a lens from which to understand the transactional context of the disability experience for SWIDs. In-depth, semi-structured interviews were used to gather data from the five participants, all former students with invisible disabilities. The data were coded and contrastive thematic analysis was conducted from an ecological perspective. The findings resulted in a dynamic model that captures the layered contexts of the ecological model and the dynamic interaction among the factors. For example, individual factors included: personal characteristics related to disability, feelings of adequacy, sense of belonging, and students' expectations and perceptions of the university and other environmental systems. Environmental factors included: family system expectations, university system expectations and requirements, and community systems expectations. The complex interconnectedness of a number of the factors is a central idea in many of the participant's experiences. The inter-related, dynamic nature of the factors is illustrated through descriptive case analyses of each participant's experiences. Implications of the research findings and recommendations for future studies are included.
dc.format.mediumborn digital
dc.format.mediumdoctoral dissertations
dc.identifierThompsonEbanks_colostate_0053A_11299.pdf
dc.identifierETDF2012400358EDUC
dc.identifier.urihttp://hdl.handle.net/10217/68189
dc.languageEnglish
dc.language.isoeng
dc.publisherColorado State University. Libraries
dc.relation.ispartof2000-2019
dc.rightsCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.
dc.subjectecological perspective
dc.subjectsocial constructivism
dc.subjectretention
dc.subjectdisabilities
dc.subjecthigher education
dc.subjectthematic analysis
dc.titleExperiences of students with disabilities: factors that influence their withdrawal as baccalaureate degree seeking students
dc.typeText
dcterms.embargo.expires2013-09-01
dcterms.embargo.terms2013-09-01
dcterms.rights.dplaThis Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
thesis.degree.disciplineEducation
thesis.degree.grantorColorado State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy (Ph.D.)

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